The impact of learning disabilities (LD) on behavioral work styles was examined by studying 32 African American high school students (with and without disabilities) enrolled in a career and technical education skills center. Also examined were the relationships between behavioral work styles and these two dependent variables: (1) student's perception of parental involvement in career-related activities and (2) students' socioeconomic status. The following data collection activities/instruments were used: a behavioral analysis assessment; a questionnaire examining student's perception of parental involvement (PPI) in career-related activities; an assessment of students' socioeconomic status (SES); interviews and classroom observations of eight randomly selected students; and a review of students' school records. The following were among the key findings: (1) a majority of the LD students (52%) were classified in the steadiness dimension (students feel less powerful than their environment) versus 33% of the non-LD students; (2) 24% of the LD students were classified in the dominance dimension (students feel more powerful than their environment), as opposed to 40% of non-LD students; (3) students classified in the dominance dimension had the highest PPI scores, whereas students classified in the steadiness dimension had the lowest PPI scores; and (4) 63% of students of low to low-middle SES were classified in the dominance dimension, whereas 54 percent of students of middle to high SES were classified in the dominance dimension. (Twenty-three tables/figures/charts are included. The following items are appended: definitions; consent letters; questionnaires; interview scenarios; behavioral dimension interpretation guide; case study review sheet; observation and interview data grid; data triangulation table; and case study outline. The bibliography lists 279 references.) (MN)